21. Special Needs Info & Views (Susan Ohanian Speaks Out) (See Disparately disabled. ) Onefifth of special education students spend This school year, 35 states and the district of columbia require school or http://susanohanian.org/show_special_info.html?id=13

22. Promotion Policies In The Urban High School. ERIC/CUE Digest The district of columbia Public schools (1986) have recommended that districts varied in their policies regarding special needs students who are not http://www.ericdigests.org/pre-9211/urban.htm

Site Links Home Search for ERIC Digests Privacy Policy Resources for Library Instruction ... Information Literacy Blog ERIC Identifier: Publication Date: Author: Webb, Michael - Bunten, Paul Source: ERIC Clearinghouse on Urban Education New York NY. Promotion Policies in the Urban High School. ERIC/CUE Digest No. 48. A school's promotion policy is an integral component of its overall educational policy. In conjunction with achievement goals, it defines the levels of performance that permit students to move through grade levels and to graduate. In the nineteenth century, the organization of high schools by grade level became an established practice. Students were not allowed to progress from one grade level to the nextor to receive a high school diplomauntil they met specific performance standards. During the Depression, however, a system of "social promotions" began to be instituted. In an effort to maintain students' interest in school and to prevent them from dropping out, schools began to consider age and maturity as well as achievement in deciding whether to promote students. In recent years, there has been a resurgence of public interest in student promotions, primarily in response to evidence that substantial numbers of students progress through school without acquiring basic skills or fundamental academic competencies. Social promotions, differentiated tracking, and other practices that allow students to "squeak through" high school with low performance have been criticized as serving neither society nor students well. Rigid, uniform promotion policies, on the other hand, have been implicated as encouraging students to drop out. In the context of this debate, this digest presents a resume of the various promotion policies and practices in current use by secondary schools, particularly those in urban areas.

23. Special Education Teachers materials and teaching techniques to meet the needs of disabled students. All 50 States and the district of columbia require special education http://www.jobbankusa.com/ohb/ohb070.html

Job Search Browse Jobs by State Post Resume-Member Login Resume Broadcaster Work at Home Work At Home Jobs Resume Writing Services Instant Cover Letters Free Sample Cover Letters ... Home © 1995-2005 Job Bank USA Jobs, career information, and employment services for job candidates, employees, employers and recruiters. Special Education Teachers Nature of the Work Working Conditions Employment Training, Other Qualifications, and Advancement ... Sources of Additional Information Significant Points Many States offer alternative licensure programs to attract people into these jobs. Job openings arising from rapid employment growth and some job turnover mean excellent job prospects; many school districts report shortages of qualified teachers. Nature of the Work About this section Index The various types of disabilities delineated in Federal legislation concerning special education programs include specific learning disabilities, speech or language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, orthopedic impairments, other health impairments, visual impairments, autism, deaf-blindness, and traumatic brain injury. Students are classified under one of the categories, and special education teachers are prepared to work with specific groups. Special education teachers work in a variety of settings. Some have their own classrooms and teach only special education students; others work as special education resource teachers and offer individualized help to students in general education classrooms; and others teach with general education teachers in classes composed of both general and special education students. Some teachers work in a resource room, where special education students work several hours a day, separate from their general education classroom. A significantly smaller proportion of special education teachers works in residential facilities or tutor students in homebound or hospital environments.

24. Psychology Promoting Health And Well-Being Through High Quality Psychologists are licensed in all 50 states and the district of columbia. persons of diverse sexual orientation and the disabled have special needs and http://www.apapractice.org/apo/pracorg/legislative/psychology.html

Sign Up Login Username: Password: Not registered yet? Sign Up now! Forgot your password? User Guide ... Legislative Advocacy Psychologists Promote Health and Well-Being Throughout Our Nation by Government Relations Staff March 1, 2005 Psychologists treat mental health and alcohol and substance abuse disorders. Did You Know? Mental disorders are common in the United States. An estimated 22.1% of Americans ages 18 and older about 1 in 5 adults suffer from a diagnosable mental disorder in a given year. Training and Licensure. Psychologists receive a median of seven years of education and training beyond their undergraduate degree, including practica and internship training in hospitals and in other health care settings. Psychologists are licensed in all 50 states and the District of Columbia. Licensure is generally uniform, authorizing a psychologist to independently diagnose and treat mental and nervous disorders upon completion of both a doctoral degree in psychology (PhD, PsyD or EdD) and a minimum of two years of supervised direct clinical service. Did You Know?

25. Archived: Special Studies (CFDA No. 84.159) The district of columbia Public schools, in collaboration with the Department of of special Education Services, obtain data for nondisabled students http://www.ed.gov/pubs/Biennial/313.html

A r c h i v e d I n f o r m a t i o n Biennial Evaluation Report - FY 93-94 Chapter 313 Special Studies (CFDA No. 84.159) I. Program Profile Legislation: Individuals with Disabilities Education Act (IDEA), P.L. 101-476, as amended, Part B, Section 618 (20 U.S.C. 1418) (expires September 30, 1995). Purposes: The purposes of the Special Studies program are as follows: to assess progress in the implementation of the Individuals with Disabilities Education Act; to assess the effectiveness of State and local efforts to provide free and appropriate public education to all children and youth with disabilities and early intervention services to infants and toddlers with disabilities; to provide Congress with information relevant to policy making; and to provide Federal, State, and local agencies with information relevant to program management, administration, and effectiveness. Funding History Fiscal Year Appropriation Fiscal Year Appropriation $l,735,000 l,000,000 l,000,000 Awards may be made to State and local education agencies, institutions of higher education, public and private nonprofit organizations, and private profit organizations when necessary because of the unique nature of the study. II. Program Information and Analysis

26. CDC - Traumatic Brain Injury In The United States: Assessing Outcomes In Childre Recognizing the special needs of a disabled child, assistance extended in States, and the district of columbia that have public health surveillance and http://www.cdc.gov/doc.do/id/0900f3ec800109e7

Home About CDC Press Room A-Z Index ... Contact Us Search: Traumatic Brain Injury (TBI) in the United States: Assessing Outcomes in Children Appendix D Other Resources In addition to this report, the following resources can help researchers select topics for research studies of TBI outcomes in young people. HRSA/MCHB Principles for Meeting the Needs of the Child Bright Futures Children's Health Charter Throughout this century, principles developed by advocates for children have been the foundation for initiatives to improve children's lives. Bright Futures participants have adopted these principles to guide their work and meet the unique needs of children and families into the 21 st century. Every child deserves to be born well, to be physically fit and to achieve self-responsibility for good health habits. Every child and adolescent deserves ready access to coordinated and comprehensive preventive, health-promoting, therapeutic, and rehabilitative medical, mental health and dental care. Such care is best provided through a continuing relationship with a primary health professional or team and ready access to secondary and tertiary levels of care. Every child and adolescent deserves a nurturing family and supportive relationships with other significant persons who provide security, positive role models, warmth, love and unconditional acceptance.

27. National Center For Learning Disabilities Source SPeNSE, Study of Personnel needs in special Education 2002 Only 35states and the district of columbia require schools or district report cards http://www.ld.org/advocacy/need_nclb.cfm

Home LD InfoZone LD resources, information and fact sheets. Living with LD Important topics for teens and adults. LD Advocate Write your legislators and learn the latest policy news. Become a FRIEND Make a difference for those with LD today. Our work in strengthening public policy initiatives that affect the lives of individuals with LD has been made possible by the support of thousands of people as well as The Charles and Helen Schwab Foundation. Please Make a Contribution Today Download this document in PDF. (3 pgs, 145 KB) Why Students with Learning Disabilities Need No Child Left Behind Despite having their disabilities identified earlier (from 7.3 years of age in 1987 to 6.5 years of age in 2001) two-thirds of secondary students with learning disabilities are reading 3 or more grade levels behind. Twenty percent are reading 5 or more grade levels behind. Source: Youth with Disabilities: A Changing Population and The Achievements of Youth with Disabilities During Secondary School. Reports from the National Longitudinal Transition Study-2 (NLTS2)2003

28. American Association Of School Administrators - The School Today, for example, nearly 15 percent of the district of columbia s Admittedly,some charter schools do not adequately serve children with special needs http://www.aasa.org/publications/sa/2001_05/2001_manno.htm

29. DCPS Office Of Special Education The district of columbia Public schools (DCPS) is committed to providing acontinuum of The Division of special Education is committed to supporting the http://www.k12.dc.us/dcps/specialed/dcpsspecedhome.html

Special Education Home Service Center Announcements Child Find Procedures Policy Manual Procedural Manual for Parents IEP Guide Office Directory ... Complaint Notice Form Parents' Special Education Service Center Open Monday - Friday 8:00 AM - 8:00 PM Call: (202) 471-4272 Printable Flyer - English El Documento Imprimible The Division of Special Education is committed to supporting the delivery of specialized services prescribed on the IEP with an emphasis on increasing opportunities for students with disabilities to learn and grow with their non-disabled peers. DCPS is further committed to the instructional delivery of the IEP through the DCPS content standards and bridged standards. Information posted on the Special Education pages is the responsibility of that office and its staff. Questions or comments about anything posted, should be directed to the Office of Special Education at: (202) 442-4800

30. Children With Special Needs In Washington D.C. --assessments, Advocacy, LD Evalu Professionals in Washington DC dedicated to helping special needs children toreceive MURRELL ASSOCIATES serves all clients in district of columbia; http://www.iser.com/ace2000-DC.html

Internet Special Education Resources Path to a free appropriate publicly supported education in Washington, D.C. 1220 L. Street NW. Suite 750 Washington, DC 20005 Tel:202-742-2046 email: timothybrown2@aol.com Advocacy for Children's with Special Needs in Washington, D.C. Parents Teachers Psychologists Social workers Attorneys Educational Advocates Human Service Professionals Concerned Citizens And we all share common aims: To protect the lawful education rights of disabled children and their parents. To foster the fair and just implementation of all laws regarding the rights of disabled children. To promote better understanding and cooperation among parents of disabled children, the special education community, and the public school system. AN EFFECTIVE NETWORK PROVIDING ADVOCACY SUPPORT AND SERVICES. Legal consultation and assistance can be expensive, sometimes as much as $600 an hour. Not all parents can afford such feesyet all parents want to ensure their child's educational needs are met. We can help you with: Classroom program and placement concerns.

31. Hutchison Senate Floor Speeches I became aware of how the district of columbia Public schools has experiencedlarge After lifting the cap, the number of special education related http://hutchison.senate.gov/speec388.htm

Senate Floor Speech Senator Kay Bailey Hutchison May 12, 2004 Page: S5351 INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT OF 2003 MRS. HUTCHISON . Mr. President, I commend the Senator from New Hampshire for his work on the Individuals with Disabilities Education Act, IDEA, reauthorization bill. In particular, I appreciate his amendment to address the issue of attorneys' fees. I agree wholeheartedly that every child should be adequately represented, but we must ensure people do not take advantage of the system. As a member, and former chairman, of the DC Appropriations Subcommittee, I became aware of how the District of Columbia Public Schools has experienced large numbers of lawsuits filed against it under IDEA and had to pay millions in attorneys' fees. In an effort to keep these expenditures under control, the District of Columbia Appropriations Acts for fiscal years 1999, 2000 and 2001 limited the amount of appropriated funds that could be paid to prevailing parties for attorneys' fees. However, in fiscal year 2002 these caps were lifted. It quickly became clear this was a mistake. After lifting the cap, the number of special education related administrative hearings increased in one year by 20 percent. In 2002, the city received 2,750 hearing requests, up from 1,500 3 years earlier. The backlog of assessments increased significantly and the backlog of hearings tripled. Attorneys' fees as a percentage of total special education spending tripled to almost 6 percent, increasing by $10 million in 1 year.

32. Special Education Issues clinic director at the University of the district of columbia School of Law Another useful chapter addresses special education services for disabled http://www.abanet.org/crimjust/juvjus/cjmspeced.html

Juvenile Justice Robert E. Shepherd, Jr. Robert E. Shepherd, Jr ., is emeritus professor of law at the University of Richmond School of Law in Virginia. He is also a contributing editor to Criminal Justice magazine and former chair of the Section’s Juvenile Justice Committee. Special Education Issues On more than one occasion this column has addressed the impact of educational issues on the representation of juveniles in delinquency cases: “When a Disabled Juvenile Confesses to a Crime: Should It Be Admissible?” (Winter 1995); “Weapons in Schools and Zero Tolerance,” (Summer 1996); “School Searches After T.L.O. and Vernonia School District ,” (Summer 1998). However, there has not been a specific look at the legal issues presented by children who are at risk in the school system and become involved in the juvenile justice system. With the emphasis on “zero tolerance” and the greater use of the juvenile justice system to address problem behaviors in school, it is important that lawyers become more knowledgeable about education law. Four recent publications make it much easier to be informed about the most relevant education law issues. Sites for delinquent activity Despite the highly publicized and fear-inducing school shootings in the past decade, schools are generally pretty safe places for children to be.

33. Center For Professional Responsibility - American Bar Association special needs, attorneys, psychologists, physicians, teachers, school Editorin-Chief, The Side-Bar, district of columbia School of Law, 1989-1991. http://www.abanet.org/cpr/mjp-stinson_witness.html

You currently do not have JavaScript enabled in your web browser. The ABA website relies on JavaScript for display purposes. To fully experience the ABA site, please enable javascript. HEARING BEFORE THE AMERICAN BAR ASSOCIATION COMMISSION ON MULTIJURISDICTIONAL PRACTICE SAN DIEGO, CALIFORNIA FEBRUARY 18, 2001 TESTIMONY OF PHILIP MATTHEW STINSON, SR., ESQ. Mr. Chairman, distinguished members of the Commission, good morning. I am a principal of Stinson Law Associates, P.C., a Philadelphia-based law firm, as well as president and general counsel of the Center for Education Rights, a non-profit public interest advocacy organization with offices in Chester, Pennsylvania, and San Diego, California, and executive director of the Chester Special Education Law Clinic, which provides legal representation to low income parents of children with special needs in the Chester Upland School District in Chester, Pennsylvania.. I also serve as editor of SpecialEdLaw.net, a multidisciplinary resource for parents of children with special needs, attorneys, psychologists, physicians, teachers, school administrators, and others seeking information relating to special education law. Stinson Law Associates, P.C. maintains law offices in Pennsylvania and Delaware, and we are often asked to represent clients in states across the country. My practice is limited to representing parents of children with special needs, mostly in legal disputes with state educational agencies and local educational agencies pursuant to several federal statutes: the Individuals with Disabilities Education Act ("IDEA"), 20 U.S.C. §1400

34. Benjamin Gv Special Education Hearing Office (Long Beach Unified In this case, the school district made its eligibility and placement decisionsbased on public education to disabled and other special needs students, http://fsnews.findlaw.com/cases/ca/caapp4th/slip/2005/b179322.html

close window Benjamin G. v. Special Education Hearing Office (Long Beach Unified School Dist.) (2005) , Cal.App.4th [No. B179322. Second Dist., Div. One. Aug. 1, 2005.] BENJAMIN G., a Minor, etc., Plaintiff and Appellant, v. SPECIAL EDUCATION HEARING OFFICE, Defendant and Respondent; LONG BEACH UNIFIED SCHOOL DISTRICT, Real Party in Interest and Respondent. (Superior Court of Los Angeles County, No. BS091571, Dzintra Janavs, Judge.) (Opinion by Vogel, J., with Spencer, P. J., and Mallano, J., concurring.) COUNSEL Law Offices of Bonnie Z. Yates, Bonnie Z. Yates and Melanie Segal for Plaintiff and Appellant. OPINION VOGEL, J.- IDEA, the federal Individuals With Disabilities Education Act (20 U.S.C. § 1400 et seq.) and the concomitant California special education programs (Ed. Code, § 56000 et seq.) were enacted to make public education available to children with disabilities and other exceptional needs. fn. 1 To that end, a potentially eligible child is identified, then assessed by his school district to determine his eligibility, and an individualized education program is prepared. Parental input is sought at every stage, and parents have a statutory right to challenge the district's eligibility assessment or proposed placement or both. If the parents contest the district's assessment, they have a right to an independent educational assessment at the district's expense. If the parents disagree with the district's proposed placement, the parents may unilaterally enroll their child in a private school and seek reimbursement from the district.

35. Policy Review, January-February, 1999 Sending Public School Far from abandoning the needs of special education students, the private sector The district of columbia and Puerto Rico also have large percentages of http://www.policyreview.org/jan99/fox.html

36. Supplementary And Related Services In Special Education needs to participate with nondisabled children in the regular classroom Only one school district reported that all related services were available. http://ericec.org/faq/services.html

Supplementary and Related Services in Special Education (May 2003) The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) The Council for Exceptional Children 1110 N. Glebe Rd. Arlington, VA 22201-5704 Toll Free: 1.800.328.0272 E-mail: ericec@cec.sped.org Internet: http://ericec.org Besides special education services, what other types of services are available to children with disabilities? Following are links to related ERIC digests, Minibibliographies, Internet resources, and Internet discussion groups, as well as selected citations from the ERIC database and the search terms we used to find the citations. ERIC Digests (http://ericec.org/digests/prodfly.html) E576: An Overview of the Individuals with Disabilities Education Act Amendments of 1997 (P.L. 105-17): Update 1999 E578: New IDEA Requirements: Factors to Consider in Developing an IEP (1999) E598: Designing Individualized Education Program (IEP) Transition Plans (2000) E600: Creating Useful Individualized Educational Programs (IEPs)(2000) ... ERIC EC Minibibliographies (http://ericec.org/factmini.html) EB25: Readings on the IDEA Amendments of 1997 (updated 1999) EB26: Resources on Special Education Laws (2000) EB27: Resources on Individualized Education Programs (IEPs) (2001) Internet Resources (http://ericec.org/faq/inclus-x.html)

37. Education Options, Chapter 10 - SPECIAL NEEDS CHILDREN If a school or agency needs the information, a photocopy can be provided. district OF columbia. Assistant Superintendent special Programs and http://www.state.gov/m/dghr/flo/rsrcs/pubs/7223.htm

Under Secretary for Management Bureau of Human Resources Family Liaison Office Resources - Publications and Related Links ... Education and Youth Education Options, Chapter 10 - SPECIAL NEEDS CHILDREN A child with special needs can be defined as one who differs developmentally from a normal child as a result either of a physical, mental, or emotional handicap, a developmental delay, or a specific learning disability. Both the Handicapped Child and Supplementary Education allowances are available to assist families with the extraordinary costs of providing special educational or related services to their children with special needs. Parents should understand the medical clearance procedures that determine eligibility for the allowances and know which will play a role in the assignment process. Learning disabilities are the most frequently encountered developmental problem among Foreign Service children. EVALUATION OF DEVELOPMENTAL PROBLEMS Children with developmental problems will receive educational evaluations as part of the medical clearance process. As soon as it is suspected, parents should describe any developmental problem on the child's medical history form so that evaluation and treatment plans can be formulated early in the child's life. Experts in the field of special education stress the value of early intervention. Children with learning disabilities should not be thought of as abnormal; they simply have a different system for processing information. The key for parents and teachers is to discover what the child's processing system is and to help the child compensate with their strengths when fitting in, as far as possible, to the ordinary educational process.

38. District Of Columbia district of columbia Resources. Each state sets eligibility ages for services to PUBLIC schools special EDUCATION BRANCH special Education Services http://www.autism-pdd.net/links/columbia.html

District of Columbia Resources Each state sets eligibility ages for services to children and youth with disabilities. For current information concerning this state, please contact the office listed under STATE DEPARTMENT OF EDUCATION: Special Education Services See Distric of Columbia Web Resources PUBLIC SCHOOLS SPECIAL EDUCATION BRANCH: Special Education Services STATE VOCATIONAL Rehabilitation Agency. PARENT-TEACHER Association (PTA) DISABILITY Organizations EARLY Intervention System STATE VOCATIONAL Vocational Transition Services DISABILITIES Advocacy Program CLIENT ASSISTANCE Program EVELOPMENTAL DISABILITIES Planning Council. DEPARTMENT OF MENTAL HEALTH for children and youth TATE MENTAL HEALTH AGENCY Department of Human Services PROGRAMS FOR CHILDREN with Special Health Care Needs. DEPARTMENT OF MENTAL HEALTH /Retardation UNIVERSITY AFFILIATED Programs D.C. PUBLIC SCHOOLS SPECIAL EDUCATION BRANCH, LEA Jeff Myers, Director Giddings School 315 G Street, SE Washington, DC 20003 PROGRAMS FOR INFANTS AND TODDLERS WITH DISABILITIES: AGES BIRTH THROUGH 2 Joan Christopher, Program Manager

39. Teachers-Teachers.com : Schools : Partners district of columbia Public schools. In order to ensure our children receive a brings together special Education teachers and schools in need of these http://www.teachers-teachers.com/schools_partners.cfm

Partners "The American Association of Colleges for Teacher Education (AACTE) is pleased to be a partner with Teachers-Teachers.com in the effort to place high-quality teachers in classrooms across the United States. This partnership will bring word to our 740 institutional member schools who graduate over 115,000 new teachers every year. Teachers-Teachers.com is an efficient and innovative approach to teacher recruitment and hiring." David Imig President and CEO AACTE "Teachers-Teachers.com provides an invaluable service by linking highly qualified special educators to local and intermediate school districts. This is a critical service given the current shortage of special education teachers across the nation. Teachers-Teachers.com makes finding the right person for the right position fast, easy, and efficient. This partnership will connect the Council for Exceptional Children's 50,000 special education professionals to exciting career opportunities." Nancy D. Safer Executive Director Council for Exceptional Children "Teachers-Teachers.com revolutionizes the teacher recruitment and hiring process for school districts and teacher candidates. Teachers-Teachers.com is fast, efficient and easy to use. It allows hiring to be initiated instantaneously and helps school districts pinpoint candidates who would be ideal for their school system. For the Maryland State Department of Education, it is an opportunity to help our districts expand their applicant pool while decreasing the expense to do so."

40. Learning Disabilities OnLine: Learning Disabilities On-Line Resources NAMI has affiliates in the district of columbia, Puerto Rico, Canada, Information on special education and support for disabled students, http://www.ldonline.org/finding_help/online_help/online-help.html

The leading Web site on learning disabilities for parents, teachers, and other professionals Home Page FAQs About LD IDEA 2004 Update What's New ... LD OnLine Store To find other help resources select a topic from the list and click GO Select a Topic US - National Organizations US - Federal Agencies US - State By State Resource Guides Canadian Resources Information By Phone International Links LD Schools On-line Resources Parent Advocacy US State Departments of Education If you are a professional interested in listing your services, sign-up online now! National Organizations General Information Adults/Teens with Learning Disabilities Postsecondary Education ... Technology National Organizations ADD Resources ADD Resources is a national non-profit organization whose mission is to help people with ADD develop their full potential. Their website offers the National ADHD Directory, the most complete listing of ADHD service providers and products on the Internet and many great articles by national authorities as well as adults with ADD for free downloading. American Speech-Language-Hearing Association (ASHA) Membership organization comprised of speech/language pathologists and audiologists that provides information and referrals to the public on speech, language. cp, communication, and hearing disorders

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